Why did educators believe that these techniques enhanced black students»
learning of academic content?
Complementary essays by Hirsch (1996, 2006) addressed the cumulative
learning of academic content as a major systemic deficiency in U.S. elementary schools.
It was the misguided advocates of a science of pedagogy, he said, who had insisted on separating methods of teaching from mastery of subject matter; it was they who taught courses in education theory detached from
the learning of academic content.
Not exact matches
One
of the fundamental beliefs
of deeper -
learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations
of hands - on experimentation — develop not just students»
content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call
academic perseverance and what others might call grit or resilience.
Philip Newton, Director
of Learning and Teaching for the Swansea University Medical School said: «We did a few simple qualitative analyses
of the
content of the books, hunting for anything and everything to do with
academic integrity.
Select words that are crucial to
learning academic content and ask students to act out the definitions
of these words in different parts
of the room.
Through the eLearning approach which is globally transforming the
academic culture, students are able to grasp course
content quickly enabling them to get the most out
of their
learning development and potential.
Her current publications include, a co-authored chapter titled «Leadership Capabilities in the Midst
of Transition at Harvard Library» in Leadership in
Academic Libraries Today: connecting practice to theory (2014); co-authored an open access article titled: «Lifelong
learning in the digital age: A
content analysis
of recent research on participation» (2015).
ABOUT THE SCHOOL The state - sponsored Idaho Digital
Learning Academy (IDLA), an accredited, online virtual school has a rigorous system
of teacher support and evaluation that emphasizes not only
academic content but also student engagement, collaboration, and critical thinking.
Harvard Graduate School
of Education will work with the Strategic Education Research Partnership and other partners to complete a program
of work designed to a) investigate the predictors
of reading comprehension in 4th - 8th grade students, in particular the role
of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the
content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components
of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding
of the pilot data so as to produce well - justified
learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development
of a discussion - based curriculum for 4th - 5th graders, and to the expansion
of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science
content (Fischer), social studies
content (Selman), and
academic language skills (Snow & Uccelli).
Currently I am a Principal Investigator
of Project ESCOLAR (Etext Supports for Collaborative Online
Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disab
Learning and
Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disab
Academic Reading) a five year grant funded by the Office
of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support
academic reading of science content for middle school students with learning disab
academic reading
of science
content for middle school students with
learning disab
learning disabilities.
In line with this prediction, we are witnessing the rapid growth
of blended
learning models — that is, instructional models inside brick - and - mortar schools in which some
academic content is delivered online, in addition to face - to - face instruction.
We know that more privileged students are far more likely to have the opportunity to
learn advanced vocabulary and a broad range
of academic, historical, geographic, and other
content from a variety
of sources outside the classroom.
When we talk about the disruptive potential
of online
learning, we usually describe new approaches to delivering
academic content tailored to students» individual interests and abilities.
eLearning
content providers can at the behest
of academic decision makers adjust live
learning content to improve
academic proficiency.
Effective teachers know how children
learn and grow, they know the
academic content they are teaching, AND they know how to teach that
content to diverse groups
of students using culturally responsive practices.
The school's philosophy is that student interest drives
learning, and much
of the traditional
academic content (math, English, social studies, science) works to enhance students» career and technical interests.
• When schools lack expert teachers because
of shortages stemming from geographic limitations or attrition, for example; • When expert teachers must serve a wide range
of student needs in a single classroom by personalizing
learning for each student; • And when expert teachers much teach more than
academic content.
«Service
learning, in contrast, is a teaching method that combines
academic content with direct service experiences in which students provide genuine service to their school or community while extending or deepening their understanding
of curricular
content.»
One
of my main research questions is whether adults and educators can support the kind
of learning dynamics that I'm observing when kids are engaging in peer - based knowledge exchange, such as that found on online fan sites.This should work for
academic content as well as popular culture.
Why, for example, should
learning the letters and sounds
of the word «BOO» in a pre-K classroom produce long - term effects on reading scores if a child transitions into a kindergarten classroom that has no
academic content and moves from there into an elementary school that does not use systematic instruction in phonics?
Yes, a lot
of the technical stuff
of learning facts and figures — the actual
academic content delivery and assessment — can occur through a software program.
Sarah Dryden - Peterson, an assistant professor at the Harvard Graduate School
of Education, found that refugee children — many
of them English - language learners — spend a «disproportionate amount
of their time
learning languages,» which can contribute to falling behind in age - appropriate
academic content.»
HTH — with its emphasis on integrating
academic and technical education through project - based
learning — attracts a number
of people like Duffy with «deep
content knowledge who had very successful
academic careers and wanted to work in an urban school at a time
of profound teacher shortage,» says founding principal Larry Rosenstock.
Advocates on one side believe teachers should prepare for their classroom careers in the traditional way: attending schools
of education where they
learn a lot about teaching technique (but often spend too little time
learning academic content).
Differentiation can be addressed by readiness based on
academic support needs, interests where applicable to the
content (this could be difficult with truly abstract concepts), and / or
learning profile through a variety
of different product formats.
While Summit students spend most
of their time working on projects, 20 percent
of the day is devoted to Personalized
Learning Time (PLT), during which students
learn academic content, choosing the digital tools they'll use to meet their goals.
Many students want to make sure the information they are
learning will be relevant to the workforce and by keeping your course current you will be able to show your students how the
content of your course is being used outside
of the
academic world.
Learner differences and needs: Systemic learner variability that, if planned for and supported, maximizes student
learning and engagement, for example, differentiation, assistive technologies and accommodations; building motivation to
learn by stimulating interest; multimodal
content delivery; fostering learner awareness
of their work preferences and recognition
of how
academic work aligns to personal goals.
Writing is also important for the development
of reading skills and can improve
learning in other
academic content areas.
Students
learn «independent
of time and place» through online courses, and
content mastery is then assessed to provide «degrees and other credentials that are credible to both
academic institutions and employers.»
Although we allow a great deal
of student autonomy, we hold our students accountable to the same
academic rigor within the disciplines and their practice
of skills ties directly to their
content learning.
The William and Flora Hewlett Foundation's Education Program initiated a new strategic initiative in 2010 that focuses on students» mastery
of core
academic content and their development
of deeper
learning skills (i.e., critical - thinking, problem - solving, collaboration, communication, and
learn - how - to -
learn skills).
By grade 8, that gap widens to 44 points All these statistics clearly indicate the need to integrate
academic language development and
content learning to students
of various demographic and ethnic backgrounds.
But educators know what students need to be successful: Schools can and must support the whole student, and teaching skills like personal responsibility, teamwork and
learning from one's mistakes enhances students» mastery
of academic content.
This requires educators to ensure rigor and integrity across
academic content areas, while also integrating opportunities for students to
learn transferable skills and to cultivate essential habits
of mind.
PA Cyber's online
learning environments, personalized instructional methods, and choices
of curricula connect Pennsylvania students and their families with state - certified and highly - qualified teachers, and rich
academic content that is aligned to state standards.
Students enrolled in a Linked
Learning pathway enter into a four - year program
of study that integrates
academic content with technical and 21st century skills within...
Writing is also important for the development
of reading skills (Graham & Hebert, 2010) and can improve
learning in other
academic content areas (Bangert - Drowns, Hurley, & Wilkinson, 2004).
In Mississippi there is an interest among superintendents, principals, and research and education faculty to gain a clearer understanding
of Deeper
Learning — the mastery of rigorous core academic content; critical thinking and problem solving; teamwork and collaboration; effective communication; learning how to learn; and cultivation of an academic
Learning — the mastery
of rigorous core
academic content; critical thinking and problem solving; teamwork and collaboration; effective communication;
learning how to learn; and cultivation of an academic
learning how to
learn; and cultivation
of an
academic mindset.
For higher education, student competencies go beyond
content knowledge, to prepare and challenge the student to direct their own
learning, solve problems
of academic significance and to move beyond controlled information containment.
At camp the kids
learn an enormous amount, including a large amount
of traditional
academic content.
Discovery Education, is the global leader in standards - based digital
content for K - 12, transforming teaching and
learning with award - winning digital textbooks, multimedia
content, professional development and the largest professional
learning community
of its kind that empowers educators and increases students»
academic achievement.
Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections
of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series
of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized
learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the
academic content more accessible for all students.
Overview The goal
of this study tour is to
learn how schools are integrating more robust
academic content, higher - order skills, and
academic mindsets practices with career education as they prepare students for postsecondary success.
Both educators and the public are beginning to better understand that success for our students, beyond high school and through college and careers, means that teaching and
learning must focus on more than just core
academic content — and that students do not gain social and emotional competencies at the expense
of rigorous
academics.
Overview The goal
of this study tour is to
learn how schools are promoting equity, diversity, and personalized
learning to ensure all students have access to «deeper
learning» — the mastery
of rigorous core
academic content; critical thinking and problem
Prepare students for a wide range
of careers through rigorous, relevant curricula that integrate
content knowledge,
academic skills, technical skills, employability skills, workplace competencies, hands - on applications, and project - based
learning.
Engaged Classrooms 2015 Open Enrollment Summer Institute Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their
learning, and support students to tackle the heightened demands
of complex
academic content...
Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their
learning, and support students to tackle the heightened demands
of complex
academic content and social experiences.